Engaging With History in the Classroom: The Civil Rights Movement is the fourth in a series of middle-grade U.S. history units that focus on what it means to be an American citizen, living in a democracy that expects as much from its citizens as it provides to them. In every lesson, students are asked to step into the world of the Civil Rights movement, to hear about and to see what was happening, to read the words of real people, and to imagine their hopes, dreams, and feelings. Students also learn to question the accounts left behind and to recognize different perspectives on events that marked significant changes in the legal definitions of civil rights. Resources for teachers include a running script that's useful as a model for guiding conceptualization as well as extensive teacher notes with practical suggestions for personalizing activities.
Table of Contents
Acknowledgements Unit Overview Lesson 1 What Do You Know About the Civil Rights Movement? Lesson 2 How Did Individuals and Groups Build Momentum for Change? Lesson 3 What Was the Impact of Brown v. Board of Education on Individuals and Communities? Lesson 4 Was Brown v. Board of Education Successful? Lesson 5 What Is Leadership in a Democratic Society? Lesson 6 How Can Conflict Be Resolved Without Violence? Lesson 7 Can Children Be Change Agents for Equal Rights? Lesson 8 How Did Social and Legal Interventions Intersect in the Fight for Civil Rights? Lesson 9 Moderation or Militancy: Is a Choice Necessary? Lesson 10 What Is a Movement? Lesson 11 Who Works for Social Justice? Lesson 12 What Have We Learned About the Civil Rights Movement? References Appendix A: Concept Development Strategies About the Authors Common Core State Standards Alignment
Janice I. Robbins, Ph.D., is an instructor in gifted education at the College of William and Mary. She was formerly Curriculum Chief for the Department of Defense Schools worldwide as well as a district gifted coordinator, principal, and teacher.
Carol L. Tieso, Ph.D., serves as Associate Dean for Academic Programs and an associate professor of gifted education at the College of William and Mary. Additionally, she teaches graduate courses in gifted education and research design.
. . . For a new teacher without any curriculum options at his or her disposal, this is an incredibly rich resource. For a teacher with an existing curriculum, it is useful as well--one in which the teacher can “choose their own adventure,” picking from some well-thought-out course material, deciding what offerings best supplement their current content in the classroom and what suits their teaching style and objectives . . . . Overall, this is an extremely worthwhile tool for United States History teachers to have on the actual or virtual bookshelf. The four-book series can be used by any teacher, regardless of where they are in their career, to enhance their curriculum.,Jody Passanisi, Shara Peters ,MiddleWeb, 4/5/15
Primary sources and authentic artifacts enhance history lessons and help to create inviting learning environments for students while developing in-depth conceptual knowledge. Janice I. Robbins and Carol L. Tieso present a series of four books that entice middle school students to explore . . . The books are replete with lessons, handouts, and thorough instructions for teachers to build knowledge and perspective in their classroom while following history curriculum standards.,Gifted Child Today, 12/17/15